Science Education and Young Children: Recent Citations from the ERIC Database

ERIC Documents

ED437165 PS027899Title: Science and Math Explorations for Young Children: A GEMS/PEACHES Handbook for Early Childhood Educators, Childcare Providers, and Parents.
Author(s): Barrett, Katharine; Blinderman, Ellen; Boffen, Beatrice; Echols, Jean; House, Patricia A.; Hosoume, Kimi; Kopp, Jaine
Author Affiliation: California Univ., Berkeley. Lawrence Hall of Science.(BBB11310)
Pages: 81
Publication Date: 1999
Notes: With contributions from Carl Babcock and Lincoln Bergman.
Sponsoring Agency: National Science Foundation, Arlington, VA. (BBB32538)@Hewlett- Packard Co. Foundation, Palo Alto, CA. (BBB21736)@Fund for the Improvement of Postsecondary Education (ED), Washington, DC. (EDD00024)
ISBN: 0-924886-30-7
Available from: Document Not Available from EDRS.
Availability: Great Explorations in Math and Science (GEMS), Lawrence Hall of Science #5200, University of California, Berkeley, CA 94720-5200 ($15). Tel: 510- 642-7771; Fax: 510-643-0309.
Document Type: Book (010); Guides-Non-classroom (055)
Geographic Source: U.S.; California
Journal Announcement: RIEJUN2000
This handbook is designed to help readers understand the educational philosophy and practice of the PEACHES (Primary Explorations for Children and Educators in Science) and GEMS (Great Explorations in Math and Science) programs, and to assist in using GEMS/PEACHES teachers' guides in schools and child care centers. The handbook outlines techniques and strategies for use with young students and describes how the activities emphasize a developmental approach. On a larger level, the handbook is intended as a useful summary of current ideas in early childhood education that may help in evaluating curriculum materials and sparking new ideas. The goal is to help children build from what they already know in order to construct new knowledge and ideas. The handbook focuses on early childhood and is based on five of the eight K-4 content standards from the "National Science Education Standards." The handbook discusses how to put into effective practice the inquiry-based approach called for in these standards as well as the curriculum standards of the National Council of Teachers of Mathematics. The handbook's introductory materials are: (1) "What Is LHS (Lawrence Hall of Science)?"; (2) "What Is GEMS?"; (3) "What Is PEACHES?"; and (4) "Introduction." Chapters are: (1) "Science for Everyone"; (2) "Science and Math Explorations with Children"; (3) "The Role of Teachers and Parents"; (4) "Children's Play and Creativity"; (5) "Language Development"; (6) "Equity and Excellence in Early Childhood Education"; (7) "Mathematics in Early Childhood"; (8) "Timely Questions"; (9) "Active Assessment"; (10) "To Build a Bridge"; and (11) "A Look at the New Millennium." End materials include national science and mathematics standards charts, national science and mathematics standards criteria, and resources related to using questions as a teaching technique. (Contains 54 references). (EV)
Descriptors: Developmentally Appropriate Practices; *Early Childhood Education; *Hands On Science; Mathematics; Mathematics Activities; Mathematics Curriculum; *Mathematics Instruction; Science Activities; Science Curriculum; *Science Instruction; Science Process Skills; Science Programs; Sciences
Identifiers: *Great Explorations in Math and Science; National Science Education Standards

ED436256 PS028092Title: Research on Early Science Education. Author(s): Landry, Christopher E.; Forman, George E.
Pages: 27
Publication Date: 1999
Notes: In: The Early Childhood Curriculum: Current Findings in Theory and Practice. Third Edition; see PS 028 086.
Available from: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
Document Type: Information Analysis (070)
Geographic Source: U.S.; New York
Journal Announcement: RIEMAY2000
The implementation of basic research on children's scientific thinking into science curricula continues to be a slow process. This chapter summarizes research on cognitive development that has helped to establish the goals for much of early science education and examines its implications. The chapter begins by describing scientific thinking and linking it to a model: (1) understanding the need for explanation, influenced by developmental constraints; (2) understanding that observable data are essential to substantiate claims and are linked to intuitive theories and previous experience; and (3) understanding that explanations need to meet logical criteria and are influenced by teacher practices. The chapter examines research on children's development of an understanding of mental states and activities and application of this understanding to science thinking and discusses research on children's ideas about science. Finally, the chapter considers the teacher's role and examines the types of intervention suggested from various lines of research, including using conversation, documenting children's thinking, using drawing to learn scientific concepts, and incorporating collaborative problem solving. The chapter concludes by noting that the model of science thinking helps to develop a constructivism that accounts for the interchange among children, their peers, and their teacher and that recognizes developmental constraints and the importance of children's intuitive understanding. This perspective leads to a social constructionism that is child-centered while acknowledging the teacher's role in bridging the discovery process and socially constructed symbol systems. (Contains 58 references.) (KB)
Descriptors: Cognitive Development; Concept Formation; Constructivism (Learning); Early Childhood Education; Educational Practices; *Kindergarten; Kindergarten Children; Models; Preschool Children; *Preschool Curriculum; Preschool Education; *Science Education; Scientific Concepts; Teaching Methods
Identifiers: Theory of Mind

ED418777 PS026273Title: Science in Early Childhood: Developing and Acquiring Fundamental Concepts and Skills. Author(s): Lind, Karen K.
Pages: 18
Publication Date: February 1998
Notes: Paper presented at the Forum on Early Childhood Science, Mathematics, and Technology Education (Washington, DC, February 6-8, 1998).
Sponsoring Agency: National Science Foundation, Washington, DC. (FGK57295)
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Opinion papers (120); Speeches/meeting papers (150)
Geographic Source: U.S.; Kentucky
Journal Announcement: RIESEP1998
Efforts to introduce children to essential experiences of science inquiry must begin at an early age. This paper describes the development of fundamental concepts and skills used from infancy through the primary years and presents strategies for helping students to acquire those fundamental concepts and skills needed for inquiry learning. The paper provides an overview of teaching and learning science in the early years, emphasizing the importance of selecting content that matches children's cognitive capacities. During early childhood, children are acquiring fundamental concepts such as: one-to-one correspondence; counting; classifying; and measuring. They also develop processes to apply these concepts and to develop new ones. Children acquire fundamental concepts through active involvement with the environment. Science content can be introduced effectively into naturalistic, informal, or structured learning experiences. Several examples are given to illustrate the natural integration of fundamental concepts and process skills in mathematics and science. It is noted that the national reforms in science education and research support teaching science through inquiry. Several theories underlying early science instruction, including Piaget's and Vygotsky's theories of concept development, and a constructivist approach are explored. The paper notes the importance of considering the child's cognitive capacity when developing science instruction and maintains that when there is a mismatch, children are unable to extend, apply, or interpret deeper meanings of the content, and their interest and positive attitudes are likely to diminish. The paper concludes by noting that cognitive research has identified numerous misconceptions regarding scientific concepts in children and should be considered as barriers that educators need to overcome before approaching new concepts. Contains 24 references. (KB)
Descriptors: Child Development; Constructivism (Learning); *Early Childhood Education; Fundamental Concepts; Inquiry; Learning Processes; Piagetian Theory; Preschool Curriculum; Science Curriculum; *Science Education; *Science Instruction; Scientific Concepts; Skill Development; Teaching Methods; Young Children
Identifiers: National Science Education Standards; Vygotsky (Lev S)

ED416993 PS026271Title: Educating Young Children in Math, Science, and Technology. Author(s): Elkind, David
Pages: 16
Publication Date: February 1998
Notes: Paper presented at the Forum on Early Childhood Science, Mathematics, and Technology Education (Washington, DC, February 6-8, 1998).
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Guides-Non-classroom (055); Speeches/meeting papers (150)
Geographic Source: U.S.; Massachusetts
Journal Announcement: RIEJUL1998
This paper asserts that any intellectually responsible program to instruct young children in math, science, and technology must overcome at least three seemingly insurmountable obstacles: (1) adults' inability to discover, either by reflection or analysis, the means by which children acquire science and technology concepts; (2) the fact that young children think differently from adults and do not organize their world along the same lines as do older children and adults; and (3) the fact that young children have their own curriculum priorities and construct their own math, science, and technology concepts which while age appropriate, may appear wrong from an adult perspective. After considering each of these obstacles, the paper offers suggestions as to how they can be best overcome: (1) the importance of observing young children's learning in order to make instructional decisions that truly reflect children's learning needs and processes; (2) the need to recognize the limits of instruction-for example, young children think transductively, and this limits the possibility of teaching abstract concepts; and (3) the value of employing capacity-linked and socially derived motivation, engaging the spontaneous learning motivation children experience as their cognitive capacity increases. Instilling social motivation by involving parents in ways that encourage their modeling of reading, question asking, and knowledge gathering are also crucial. (EV)
Descriptors: Abstract Reasoning; Concept Formation; *Early Childhood Education; Learning Motivation; Learning Processes; *Mathematics Education; Parent Role; *Science Education; Teaching Methods; Technology; Thinking Skills; Young Children

ED416992 PS026269Title: Preparing Teachers of Young Learners: Professional Development of Early Childhood Teachers in Mathematics and Science. Author(s): Copley, Juanita V.; Padron, Yolanda
Pages: 19
Publication Date: February 1998
Notes: Paper presented at the Forum on Early Childhood Science, Mathematics, and Technology Education (Washington, DC, February 6-8, 1998).
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Reports-Descriptive (141); Speeches/meeting papers (150)
Geographic Source: U.S.; Texas
Journal Announcement: RIEJUL1998
This paper focuses on the professional development of early childhood teachers in mathematics and science, examining the challenges posed by the increasing need for early childhood teachers, especially for children from culturally and linguistically different backgrounds. The paper discusses the current status of professional development for early childhood teachers and points out the variation in quantity and quality of field experiences for early childhood teachers and the limited focus on mathematics and science in professional development. The paper next presents standards for professional development of the early childhood teacher with reference to mathematics and science, synthesized from the National Science Education Standards, Professional Standards for Teaching Mathematics, and the Professional Standards for Early Education, to: (1) develop good dispositions toward mathematics and science; (2) experience good teaching in mathematics and science; (3) focus on learning about children and the mathematics and science content of specific interest to them; (4) participate in a variety of professional development opportunities situated in a learning community; (5) demonstrate an ability to implement integrative curriculum; and (6) utilize appropriate strategies to establish family partnerships. The paper then describes four professional development programs in Texas focusing on early childhood mathematics and science instruction, specifically trainer of trainer modules, study groups with math and science emphases, a graduate class for early childhood teachers on young children's reasoning and thinking and appropriate math and science, and the Collaborative Coaching Project. (Contains 12 references.) (KB)
Descriptors: Early Childhood Education; Higher Education; *Mathematics Instruction; *Professional Development; Program Descriptions; *Science Instruction; *Standards; *Teacher Education
Identifiers: National Science Education Standards; NCTM Professional Teaching Standards; Professional Standards for Early Education

ED424035 PS027022Title: A Curriculum Development Handbook for Early Childhood Educators. Author(s): Siraj-Blatchford, Iram, Ed.
Pages: 186
Publication Date: 1998
ISBN: 1-85856-100-0
Available from: Document Not Available from EDRS.
Availability: Trentham Books Limited, Westview House, 734 London Road, Oakhill, Stoke on Trent, Staffordshire ST4 5NP, England, United Kingdom; Tel: 0-1782- 745567, Tel: 0-1782-844699; Fax: 0-1782-745553; Web site: http://www.trentham-books.co.uk; e-mail: tb@trentham-books.co.uk (hardcover: ISBN-1-85856-100-6, 45 British Pounds Sterling; paperback: ISBN-1-85856-100-0, 14.95 British Pounds Sterling).
Document Type: Book (010); Guides-Non-classroom (055)
Geographic Source: United Kingdom; England
Journal Announcement: RIEMAR1999
Target Audience: Practitioners
This book is designed to be of interest to anyone working or intending to work with 3- to 6-year-old children. The book draws on the knowledge of staff involved in early childhood education courses at the Institute of Education, University of London, and other experts in early childhood education, integrating research and theory in various subject areas with practical experience in young children's learning and curriculum. The book emphasizes extending good practice in curriculum development and supporting and sustaining the positive practices that characterize many early childhood settings, asserting that curriculum cannot be seen in isolation and cannot exist without a strong and well-developed framework of support. Part I, "Quality," contains these chapters: (1) "Criteria for Determining Quality in Early Learning for 3-6 Year-Olds" (Siraj-Blatchford); and (2) "The Relationship between Planning and Assessment" (Fisher). Part II, "Core Learning Experiences," contains these chapters: (3) "Curiosity and Communication: Language and Literacy in the Early Years" (Riley); (4) "Doing Mathematics with Young Children" (Barber); (5) "Science in the Early Years" (Glauert); (6) "Physical Development in the Early Years" (Wetton); (7) "Design, Technology and the Use of Computers in the Early Years" (Siraj-Blatchford); and (8) "Humanities: Developing a Sense of Place and Time in the Early Years" (Heal and Cook). Part III, "Cross-Curricular Learning," contains these chapters: (9) "Fostering Creative Development" (Duffy); and (10) "Thinking about Me and Them: Personal and Social Development" (Roberts). Each chapter ends with notes on further recommended reading and information for further development in the particular curriculum area and offers a comprehensive reference section to current readings. (EV)
Descriptors: Child Development; Computer Uses in Education; Creative Development; Curriculum Design; *Curriculum Development; *Early Childhood Education; Educational Quality; Foreign Countries; Language Acquisition; Literacy; Mathematics Education; Physical Development; Science Education; Social Development; Teaching Methods; Theory Practice Relationship

ED415012 PS026072Title: More than Magnets: Exploring the Wonders of Science in Preschool and Kindergarten. Author(s): Moomaw, Sally; Hieronymus, Brenda
Pages: 308
Publication Date: October 1997
ISBN: 1-884834-33-7
Available from: Document Not Available from EDRS.
Availability: Redleaf Press, Division of Resources for Child Caring, MN 55104-4125 ($24.95, plus shipping and handling).
Document Type: Book (010)
Geographic Source: U.S.; Ohio
Journal Announcement: RIEMAY1998
Science curricula typically do not capitalize on the hands-on, self-initiated learning style of young children. This book provides a comprehensive, developmentally appropriate approach to science education with young children, with special attention to physics and chemistry. The book's introductory chapter is followed by chapters on: (1) science displays; (2) machines and pendulums; (3) science in the sensory table; (4) art activities that incorporate science, music and science; (5) exploring science through cooking activities; and (6) science in the gross-motor arena. Each chapter begins with a section of answers to questions teachers and parents commonly ask. This question-and-answer section is followed by numerous activities that encourage children to explore materials, hypothesize, experiment, and make observations. Each activity is accompanied by a photograph and a description of how to set up the activity or construct the materials. Teachers will find a suggested sequence of implementation so they can start activities simply and build on the children's experiences. Each activity also contains a section called "what to look for" that guides teachers as they observe children interacting with the materials. Suggestions for questions to extend children's thinking accompany each activity. Ideas for related curriculum activities are also included. Eleven appendixes contain resource information and sample assessment forms for each chapter area. (SD)
Descriptors: Chemistry; Curriculum Development; *Early Childhood Education; Elementary School Science; *Kindergarten; Physics; *Science Activities; *Science Curriculum; Science Equipment; Science Experiments; Science Instruction; Science Projects
Identifiers: *Developmentally Appropriate Programs

ED414091 PS026108Title: Science Education in Early Childhood (March 9-April 18, 1997). Report on Course. Author Affiliation: Golda Meir Mount Carmel International Training Centre, Haifa (Israel).(BBB31856)
Pages: 61
Publication Date: April 1997
Sponsoring Agency: Israel Ministry of Foreign Affairs, Jerusalem. (BBB26969)
Available from: EDRS Price MF01/PC03 Plus Postage.
Document Type: Reports-Descriptive (141)
Geographic Source: Israel
Journal Announcement: RIEAPR1998
This document is a report on a 6-week course on science education in early childhood programs. Attending the conference in Israel were 30 participants representing 21 countries from Africa, Asia, Europe, and the Caribbean. Teaching methods included lectures, workshops, small group activities, professional study visits, and a re-entry workshop to assist participants in returning to their places of employment. Topics included in the course were: (1) the use of media; (2) a rationale for science education in preschool and kindergarten; (3) emotional, cognitive, and language development in early childhood; (4) the Matal Science Program; (5) case-based reasoning and thinking events; (6) making tools for understanding simple scientific concepts; (7) activities with plants; (8) effective communication with parents; (9) using birds to expand children's understanding of their proximal environment; and (10) gender and development. The course included field trips to kindergartens, a science and media center, and other educational settings. Participants also completed individual projects involving the integration of science into the daily early childhood curriculum, creating a kindergarten science curriculum, or using thinking events to teach science. Opportunities to visit holy and historical sites in Israel were arranged for the weekends. Course evaluation results indicated that participants were satisfied with the content and level of the course, valued the opportunity to meet colleagues from different cultures, and were pleased to visit the holy and historical sites of Israel. (Appendices include the list of participants, course schedule and materials, evaluation questionnaire, and the text of the closing ceremony speech made on behalf of the course participants.) (Author/KB)
Descriptors: Child Development; Course Evaluation; *Courses; *Early Childhood Education; Elementary School Curriculum; Foreign Countries; Kindergarten; Kindergarten Children; Parent Participation; Parent Teacher Cooperation; Preschool Children; Preschool Curriculum; Program Descriptions; *Science Education

ED428935 SE061010Title: Growing Together with the Treetures. Activity Guide. Series 1. Author(s): Schnell, Bobbi; Blau, Judith H.; Hinrichs, Jennifer Judd
Author Affiliation: National Tree Trust, Washington, DC.(BBB35470)
Pages: 65
Publication Date: 1997
Notes: Illustrated by Judith H. Blau.
Available from: EDRS Price MF01/PC03 Plus Postage.
Availability: National Tree Trust, 1120 G Street NW, Suite 770, Washington, DC 20005.
Document Type: Guides-Classroom-Teacher (052)
Geographic Source: U.S.; District of Columbia
Journal Announcement: RIEAUG1999
Target Audience: Practitioners; Teachers
This activity guide is designed to be used with the Growing Together program. Tree-related activities are correlated to the Benchmarks for Scientific Literacy, the recommended standards for mathematics, science, and technology suggested by the American Association for the Advancement of Science (AAAS). The Treature Educational Program is dedicated to teaching children about the important role tree planting and tree care plays in keeping the environment healthy. Treatures are a community of small, imaginary tree characters who help relay the scientific concepts behind the growth and function of a tree. Learning the names and jobs of the Treature characters helps reveal the functions of the tree and how each process is dependent on the other. The guide is divided into two sections. The first section is aimed primarily at students in pre-kindergarten through third grade. The second section is aimed at students in grades three through six. However, most of the activities are adaptable for children of all ages. (DDR)
Descriptors: Academic Standards; Biology; Early Childhood Education; Environmental Education; *Science Activities; *Science and Society; *Science Curriculum; Scientific Literacy; *Trees

ED416095 SE061148Title: Peck, Slither, and Slide. Author(s): MacDonald, Suse
Pages: 50
Publication Date: 1997
Notes: Accompanying separate "Teaching Guide," by Mary Lou Meerson.
ISBN: 0-15-200079-8
Available from: Document Not Available from EDRS.
Availability: Harcourt Brace and Company, 6277 Sea Harbor Drive, Orlando, FL 32887- 6777.
Document Type: Book (010); Guides-Classroom-Teacher (052)
Geographic Source: U.S.; Florida
Journal Announcement: RIEJUN1998
This picture book for young children features various animals matched with a verb conveying something about the animal's behavior. Each animal and its action verb are depicted in two illustrations that allow the viewer to solve a visual puzzle. Each illustration is labeled with only one word. The first picture shows a part of the animal and the action verb while the second picture shows the whole animal and its name. A glossary describes all of the depicted animals at length, including their size, habitat, diet, and behaviors. A separate teaching guide, designed to be used with the picture book, offers several activities to support and enhance the curriculum. The activities are divided into the areas of language arts, science, movement, and art. Sample science themes explored include camouflage, the five senses, and protection. Movement activities allow students to mimic such active verbs in the book as slither, reach, and swing. Art activities have students trying to use the "part to whole" style of drawing. Activities are divided into sections for younger and older children. A section is devoted to preparing students for reading the book and activating prior knowledge by having students list animals they have actually seen and having them demonstrate how each one moves. A section on related literature refers to specific animal themes in other books to reinforce lessons about the behaviors of the animals in this picture book. (PVD)
Descriptors: *Animals; Art Education; Early Childhood Education; Instructional Materials; Language Arts; Movement Education; Picture Books; Science Education; Teaching Guides; *Wildlife; *Zoology

ED414169 SE060843Title: Eggs Eggs Everywhere. Teacher's Guide. Preschool-1. LHS GEMS. Author(s): Echols, Jean C.; Hosoume, Kimi; Kopp, Jaine
Author Affiliation: California Univ., Berkeley. Lawrence Hall of Science.(BBB11310)
Pages: 76
Publication Date: 1997
Report No: ISBN-0-912511-40-0
Available from: Document Not Available from EDRS.
Availability: GEMS, University of California-Berkeley, Lawrence Hall of Science, Berkeley, CA 94720-5200.
Document Type: Book (010); Guides-Classroom-Teacher (052)
Geographic Source: U.S.; California
Journal Announcement: RIEAPR1998
This book supports the National Science Education Standards by giving children an understanding of the characteristics of organisms, outlining the life cycles of organisms, and showing how organisms relate to their environments. Interweaving life science with literature, mathematics, and physical sciences, the unit begins with children participating in "The Chicken Drama," an activity which includes role playing chicks hatching out of eggs. In Activity 2, students begin with Ruth Heller's illustrated book, "Chickens Aren't the Only Ones," for a broad picture of the many animals that hatch from eggs. Students role-play the different animals that hatch from eggs and organize and compare animals by number of legs. As students sort, classify, and graph, they use logical thinking skills to organize data, use numbers in context, and make comparisons. Children also investigate animals that lay their eggs on land and in water. In Activity 3, students get acquainted with a live box turtle by observing, touching, and feeding it. They learn how turtles, fish, and snakes lay eggs, how the eggs hatch, and how the animals live in their environments. Activity 4 has children exploring the movement of plastic eggs and other objects on flat and inclined surfaces. (PVD)
Descriptors: Activity Units; *Animals; *Biological Sciences; Class Activities; Early Childhood Education; *Ecology; Habitats; Hands on Science; *Interdisciplinary Approach; Learning Activities; Mathematics Education; Models; Role Playing; Science Education; Teaching Guides; Thinking Skills
Identifiers: *Eggs

EJ597692 PS529820Title: Talking with Children about Water. Source: Texas Child Care, v22 n2 p35-42 Fall 1998
Publication Date: 1998
ISSN: 1049-9466
Document Type: Guides-Classroom-Teacher (052); Journal articles (080); Reports- Descriptive (141)
Journal Announcement: CIJJUN2000
Target Audience: Practitioners; Teachers
Notes that water can be an important medium for science, math, and language activities and how encouraging young children to think about water helps them understand important concepts about how the world works. Offers detailed instructions for 13 classroom activities that use water to demonstrate a variety of concepts. (TJQ)
Descriptors: Early Childhood Education; *Learning Activities; *Science Activities; *Science Experiments; *Science Instruction; *Scientific Concepts; *Water
Identifiers: Water Play